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            <name>Source</name>
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                <text>Some rights reserved</text>
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                <text>.JPG file, 1605x1237 px. Newspaper</text>
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                <text>https://www.marxists.org/history/usa/pubs/black-panther/03n27-oct%2025%201969.pdf</text>
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          <name>Original Format</name>
          <description>If the image is of an object, state the type of object, such as painting, sculpture, photograph, and additional data</description>
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              <text>photograph</text>
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              <text>1,024 × 633 pixels</text>
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          <name>Associated Course</name>
          <description>Select the course for which this item is created, if applicable.</description>
          <elementTextContainer>
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              <text>Seminar in African History "Battleground Africa: Cold War Burning Hot" (uOttawa HIS 4186)</text>
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              <text>Mélanie H. Laurin</text>
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                <text>In an attempt to put pressure on the apartheid regime, people were encouraged to boycott South African goods</text>
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                <text>A poster</text>
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            <name>Creator</name>
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                <text>Photographed by R. Barraez D´Lucca, also called rahuldlucca</text>
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                <text>1,024 × 633 pixels</text>
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              <elementText elementTextId="2651">
                <text>https://upload.wikimedia.org/wikipedia/commons/6/60/Boycott_Apartheid_Bus%2C_London%2C_UK._1989.jpg</text>
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            <description>Information about rights held in and over the resource</description>
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                <text>Some rights reserved</text>
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                <text>Interview with scholar Kevin O'Sullivan</text>
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                <text>This part of the interview is split in two because of technical difficulties</text>
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                <text>How INGOs became an important player in helping the global South</text>
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&lt;ul&gt;&#13;
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&lt;/ul&gt;&#13;
Individual project on social group of Quebec - 40%&lt;br /&gt;&#13;
&lt;ul&gt;&#13;
&lt;li&gt;Selection social group (May 10) and project topic (May 12) 0%&lt;/li&gt;&#13;
&lt;li&gt;Proposal (May 20) and meeting with Instructor 10%&lt;/li&gt;&#13;
&lt;li&gt;Draft of Individual project (May 8) 0%%&lt;/li&gt;&#13;
&lt;li&gt;(NOTE: Weekly Activity 6 relates to this draft and is graded on 8%)&lt;/li&gt;&#13;
&lt;li&gt;Final project (June 17) 25%&lt;/li&gt;&#13;
&lt;li&gt;Reflection on the making of the project (June 18) 5%&lt;/li&gt;&#13;
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              <text>Gossage, Peter, and J. I. Little. &lt;em&gt;An Illustrated History of Quebec: Tradition &amp;amp; Modernity&lt;/em&gt; Don Mills, ON: Oxford University Press, 2014. Hard copies are available at Octopus Books, to purchase online (you can use curbside pickup or mail delivery): &lt;a href="https://shop.octopusbooks.ca/?q=h.tviewer&amp;amp;e_def_id=cuPpI2uIbzA&amp;nbsp;"&gt;https://shop.octopusbooks.ca/?q=h.tviewer&amp;amp;e_def_id=cuPpI2uIbzA&lt;/a&gt;</text>
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                <text>An exploration of the historical roots of current issues in Quebec public life. A retrospective and chronological survey, with special attention to the transnational aspects of the history of Quebec, the major transformations in the environment, the economy, social relations and culture. An introduction to the many, and changing, ways used by historians to discover and explain this past. A discussion of conflicting understandings, received ideas, prejudices, assumptions and misconceptions. An initiation to the main tools for finding information doing research about the history of the various peoples and groups who have inhabited the Quebec territory from its earliest times to the present. A chance to participate in hands on and collaborative virtual workshops, and to assemble progressively a substantial individual project on a theme of choice.</text>
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              <text>&lt;p&gt;&lt;strong&gt;Rubric&lt;/strong&gt;&lt;br /&gt;Your filled template will be marked for a) your ability to draw generalizations from the collection of entries, b) your ability to make links between the entries and the readings for this week, c) and your ability to reflect on the originality of the region you selected.&lt;/p&gt;&#13;
&lt;p&gt;&lt;strong&gt;Mark&lt;/strong&gt;&lt;br /&gt;5 points for the total the two posts.&lt;/p&gt;</text>
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              <text>&lt;ul&gt;&#13;
&lt;li&gt;Become familiar with tools for historical research, and the skills use them well, in particular Digital Humanities: “DH values collaboration, plurality, investigation of human culture, and the disruption of and reflection on traditional practices and is concerned with not just the use of digital technology for humanities projects but how the use of digital technology for humanities projects changes the user’s experience [1]”. (Goal 4)&lt;/li&gt;&#13;
&lt;li&gt;Acquire skills to solve historical problems including the analysis and interpretation of historical documents, and the ability to make distinctions in the face of complex questions, by using the scholarly views on environmentalism to make sense of the data collected by the other class. (Goal 5)&lt;/li&gt;&#13;
&lt;li&gt;Become more proficient in the of collaborative nature of knowledge and good ways to work collaboratively, by analyzing the items gathered by 80 first year students in Sociology. (Goal 11)&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
[1]&amp;nbsp;&lt;a href="https://thatcamp.org/"&gt;THATCamp&lt;/a&gt;&amp;nbsp;LAC 2012 . This definition was arrived at collaboratively during the conference in a&amp;nbsp;&lt;a href="https://docs.google.com/document/d/129_260mbp6C6JaqmylmhMTXA1sv7YYQ0OLsAOAOoCJE/edit"&gt;"Glossary of the Digital Humanities"&lt;/a&gt;.</text>
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              <text>&lt;strong&gt;Instructions&lt;br /&gt;&lt;/strong&gt;How to write your post before the end of Thursday April 1 (1.5 hour): &lt;br /&gt;&#13;
&lt;ol&gt;&#13;
&lt;li&gt;Find the map of student’s ENGO entries on Recipro.&lt;/li&gt;&#13;
&lt;li&gt;Choose a region which has not been selected by another students by filling this Google sheet.&lt;/li&gt;&#13;
&lt;li&gt;Read at least 10 entries for this region (at best all of the entries of the region)&#13;
&lt;ol&gt;&#13;
&lt;li&gt;You will find the items by zooming in on the region&lt;/li&gt;&#13;
&lt;li&gt;If you would like to see the list of “items”, click HERE.&lt;/li&gt;&#13;
&lt;/ol&gt;&#13;
&lt;/li&gt;&#13;
&lt;li&gt;List the name of the ENGOS in the template&lt;/li&gt;&#13;
&lt;li&gt;Write 150 words that draw generalizations about the ENGOS of the region. This might concern their chronology, the focus of their activity, the scope of their advocacy, etc.&lt;/li&gt;&#13;
&lt;li&gt;Write another 150 words where you make specific links with the readings for this week. Mention the reading in this way: (author, page).&lt;/li&gt;&#13;
&lt;li&gt;Use the Forum “Weekly Activity 11” to upload your filled template. This post will be visible all students in the class.&lt;/li&gt;&#13;
&lt;/ol&gt;&#13;
&lt;br /&gt;How to write the second post before the end of Tuesday April 6 (1 hour)&#13;
&lt;ol&gt;&#13;
&lt;li&gt;Read the first posts of the other students on other regions.&lt;/li&gt;&#13;
&lt;li&gt;Write 150 words on what makes your region similar to the others (parallels), and different (contrasts).&lt;/li&gt;&#13;
&lt;li&gt;Add this paragraph to the template you filled the previous week. Use the Use the Forum “Weekly Activity 11” to upload your updated template.&lt;/li&gt;&#13;
&lt;li&gt;Fill the consent block for public posting on Recipro under Creative Commons License.&lt;/li&gt;&#13;
&lt;/ol&gt;</text>
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                <text>Making sense of ENGOS with Digital Humanities (Carleton, HIST 3111A, Winter 2021)</text>
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                <text>This activity is an initiation to an important aspect of digital humanities: it builds on the work of cataloguing of ENGOs done by the 80 students of Recipro partner Phillip Primeau’s first year class in Sociology at Carleton University. It asks students to a) to look at about a dozen of small descriptions of ENGOS located in one region of their choice and try to draw generalizations out of the information, b) make sense of these entries in light of the weekly readings, and c) ponder the specificity of the region. </text>
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
&lt;li&gt;images, videos are relevant and bring meaning;&lt;/li&gt;&#13;
&lt;li&gt;background color of slides is meaningful (ex. used to create sections).&lt;/li&gt;&#13;
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&lt;ul&gt;&#13;
&lt;li&gt;is the content presented in a clear, coherent and concise way? Example:&#13;
&lt;ul&gt;&#13;
&lt;li&gt;paragraphs don't read like an essay;&lt;/li&gt;&#13;
&lt;li&gt;content is formatted for the web,&lt;/li&gt;&#13;
&lt;li&gt;information flows.&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;li&gt;Grammar, syntax, spelling&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;/ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;li&gt;Following directions&#13;
&lt;ul&gt;&#13;
&lt;li&gt;(inherent to the digital aspect of the project –were the fields filled according to instructions, including syntax?)&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;li&gt;If possible, do the students&amp;nbsp;seem to have structured their information according to the steps and fields provided in the tool?&lt;/li&gt;&#13;
&lt;/ul&gt;&#13;
&lt;/ul&gt;&#13;
&lt;ul&gt;&#13;
&lt;li&gt;Technical aspects:&#13;
&lt;ul&gt;&#13;
&lt;li&gt;Do links, videos, audio etc. function properly? Is audio-visual support of good quality? Example: images are not pixelated; audio is clear.&lt;/li&gt;&#13;
&lt;li&gt;Is audio-visual support properly contextualized and credited?&lt;/li&gt;&#13;
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&lt;/li&gt;&#13;
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              <text>The digital product represents a way to showcase the most interesting results of your individual project on the public platform Recipro. (Goal 8)  </text>
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                <text>Instructions, template and rubric for digital project done in the course History of Humanitarian Aid (HIST 3111A).</text>
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              <text>&lt;strong&gt;Rubric&lt;/strong&gt;&lt;br /&gt;Try to make links the readings for this week, ask questions, answer some of your class mates questions, write links to useful and complementary explanations. The grade will depend on how you show that you have made the readings; how well you researched the slides; how useful your entries are.&lt;br /&gt;&lt;strong&gt;&lt;br /&gt;Mark&lt;/strong&gt;&lt;br /&gt;5 points.</text>
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              <text>&lt;ul&gt;&#13;
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&lt;li&gt;By trying to make sense of slides that no one has documented before, students will practice skills to &lt;strong&gt;solve historical problems&lt;/strong&gt; including the analysis and interpretation of historical documents, and the ability to make distinctions in the face of complex questions. (Goal 5)&lt;/li&gt;&#13;
&lt;li&gt;By doing this in the same document as the whole class, students will practice &lt;strong&gt;good ways to work collaboratively&lt;/strong&gt;. (Goal 11)&lt;/li&gt;&#13;
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              <text>History of Humanitarian Aid (Carleton HIST 3111)</text>
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                <text>During this activity, students contributed to the work of Carleton's Archives and Research collections by documenting part of a wonderful collection on Canadian missionaries in China the university acquired three years ago. The class added to the descriptions that came with the collections, by researching some of the slides further.</text>
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